Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: Create a Nutrition-based podcast for letsmove.gov's Take Action contest. Role: You are going to be put into teams of three. Each of you are going to be nutrition specialists who are creating a podcast discussing a plan for creating healthy habits. Audience: Your target audience is going to be the panel of judges for the website letsmove.gov, including Michelle Obama herself. Situation: Your challenge is to create an educational podcast regarding healthy habits because of the rise of childhood obesity. Product/Presentation: Students will be using garage band, to record, edit, and finalize a podcast that explains the three components discussed throughout this specific lesson, which includes recommended daily intake, health risks related to unhealthy eating habits, and short-/long-term goals. Standards (Criteria from both rubrics - product and presentation):
Product: Introduction 5%, Content 35%, Delivery 25%, Vocabulary 15%, Group/Partner Work 15%, Time Limit 5%.
Presentation: Preparedness 25%, Team Cooperation 20%, Vocabulary 20%, Posture, Eye Contact, and Volume 15%, Time Limit 10%, Enthusiasm 10%.
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
• iMovie (25 points): Students will perform and film a skit that makes sense of the importance of having the recommended balance of fats, carbohydrates, and proteins. Students will need to explain the actual recommended percentages as well as give examples of foods that are considered a fat, protein, or carbohydrate. Students may also include any risks of not having the appropriate balance.
• Podcast using Garage Band (25 points): Students (individually) will create a podcast that defines and explains what a healthy diet is and what it includes. These groups will be chosen by the students. For this specific task, students will have guidelines of what needs to be included, musically inclined students can add music, naturalistic students can discuss organic foods, etc.
• Log on fitday.com combined with a paper (25 points): Students will use the website fitday.com to log at least six days of their food/activities. They will then write a two page reflection paper that discusses what they learned about their own diet/eating habits. Gifted students will also log entries for six days, however, for three days they will log entries of their own intake and the other three days they will log entries of another person (with consent). They will also write a two page reflection paper about what they learned about their own eating habits, as well as how it compares to another person's eating habits. Since students will need six days of log entries, the reflection paper will be due later, with lesson 6.
• Weebly (25 points): Each student will be given a piece of paper with a name, age, and a specific eating disorder or diet-related disease. They must create the assigned person, where they live, their hobbies, etc. Once they have created their person, they must write five blog entries as if they were that person. They should include what/how they are feeling, explain their eating disorder/diet-related disease, and truly empathize with their character.
• Go!Animate (25 points): Students (in pairs) will create an animated story by using Go!Animate. They will use one of the many templates available and, together , create a short animation that discusses a short- or long-term health goal.
• Prezi (25 points): Students will be setting their own short- or long-term health goal in regards to nutrition. Once students develop a nutrition-based goal, they will create a prezi that allows them to apply strengths, risks, and needs surrounding the overall process of creating and carrying out this goal. The should consider what it will take to actively work on being successful in carrying out this goal. This is an individual project and will not be shared once completed. This may be an emotional process that some students prefer not sharing with others. I will be the only person viewing the final products, unless students decide otherwise.
Student Self-Assessment and Reflection
Self-Assessment(SA)
• Pre-Assessment: Consensogram
• Checking for Understanding: Exit Ticket, Find the Fib, Quick Writes, Fist to Five, Survey, Four Corners.
• Timely Feedback: Self, Peer, Teacher.
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
• Eating a healthy diet plays a big role in overall health.
• It is important to know the balance between carbohydrates, fats, and protein percentages in regards to recommended daily intake.
•There are strengths, needs, and risks related to short-term and long-term health goals.
• Students develop and analyze a plan to attain a personal health goal.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
• Nutrition
• Short-term/Long-term Health Goals
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
March is National Nutrition Month, so in conjunction with First Lady Michelle Obama's Let's Move! Campaign, you and two other nutrition specialists have been asked to create an educational podcast surrounding nutrition. Due to the growing number of children who are classified as overweight and/or obese it is up to you three to educate the United States of the importance of having healthy nutrition habits. You, along with many other Health-related professionals from across the country, will enter your podcast into the contest located on the Let's Move! website. Once the judges have listened to all of the entries, they will select the top three finalists. If you and your colleagues are chosen as one of the top three finalists, you will be flown out to The White House to meet First Lady Michelle Obama herself! While there, you will be competing in front of a panel of judges for the opportunity of having your very own weekly recurring podcast. On top of that, if you and your colleagues are chosen as the winners, First Lady Michelle Obama has decided that she will visit the schools located in your community!
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
• Podcast
• Oral Presentation
By what criteria will student products/performances be evaluated?
Product Criteria
Presentation Criteria
• Introduction 5%
• Content 35%
• Delivery 25%
• Vocabulary 15%
• Group/Partner Work 15%
• Time Limit 5%
• Preparedness 25%
• Team Cooperation 20%
• Vocabulary 20%
• Posture, Eye Contact, and Volume 15%
• Time Limit 10%
• Enthusiasm 10%
Stage 2 - Determine Acceptable Evidence.
Role: You are going to be put into teams of three. Each of you are going to be nutrition specialists who are creating a podcast discussing a plan for creating healthy habits.
Audience: Your target audience is going to be the panel of judges for the website letsmove.gov, including Michelle Obama herself.
Situation: Your challenge is to create an educational podcast regarding healthy habits because of the rise of childhood obesity.
Product/Presentation: Students will be using garage band, to record, edit, and finalize a podcast that explains the three components discussed throughout this specific lesson, which includes recommended daily intake, health risks related to unhealthy eating habits, and short-/long-term goals.
Standards (Criteria from both rubrics - product and presentation):
Product: Introduction 5%, Content 35%, Delivery 25%, Vocabulary 15%, Group/Partner Work 15%, Time Limit 5%.
Presentation: Preparedness 25%, Team Cooperation 20%, Vocabulary 20%, Posture, Eye Contact, and Volume 15%, Time Limit 10%, Enthusiasm 10%.
• Podcast using Garage Band (25 points): Students (individually) will create a podcast that defines and explains what a healthy diet is and what it includes. These groups will be chosen by the students. For this specific task, students will have guidelines of what needs to be included, musically inclined students can add music, naturalistic students can discuss organic foods, etc.
• Log on fitday.com combined with a paper (25 points): Students will use the website fitday.com to log at least six days of their food/activities. They will then write a two page reflection paper that discusses what they learned about their own diet/eating habits. Gifted students will also log entries for six days, however, for three days they will log entries of their own intake and the other three days they will log entries of another person (with consent). They will also write a two page reflection paper about what they learned about their own eating habits, as well as how it compares to another person's eating habits. Since students will need six days of log entries, the reflection paper will be due later, with lesson 6.
• Weebly (25 points): Each student will be given a piece of paper with a name, age, and a specific eating disorder or diet-related disease. They must create the assigned person, where they live, their hobbies, etc. Once they have created their person, they must write five blog entries as if they were that person. They should include what/how they are feeling, explain their eating disorder/diet-related disease, and truly empathize with their character.
• Go!Animate (25 points): Students (in pairs) will create an animated story by using Go!Animate. They will use one of the many templates available and, together , create a short animation that discusses a short- or long-term health goal.
• Prezi (25 points): Students will be setting their own short- or long-term health goal in regards to nutrition. Once students develop a nutrition-based goal, they will create a prezi that allows them to apply strengths, risks, and needs surrounding the overall process of creating and carrying out this goal. The should consider what it will take to actively work on being successful in carrying out this goal. This is an individual project and will not be shared once completed. This may be an emotional process that some students prefer not sharing with others. I will be the only person viewing the final products, unless students decide otherwise.
• Checking for Understanding: Exit Ticket, Find the Fib, Quick Writes, Fist to Five, Survey, Four Corners.
• Timely Feedback: Self, Peer, Teacher.
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
• It is important to know the balance between carbohydrates, fats, and protein percentages in regards to recommended daily intake.
•There are strengths, needs, and risks related to short-term and long-term health goals.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
By what criteria will student products/performances be evaluated?
• Content 35%
• Delivery 25%
• Vocabulary 15%
• Group/Partner Work 15%
• Time Limit 5%
• Team Cooperation 20%
• Vocabulary 20%
• Posture, Eye Contact, and Volume 15%
• Time Limit 10%
• Enthusiasm 10%